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Edited by Taina Brown and Alejandro Mieses Castellanos

Shaping visual literacy has been at the forefront of contemporary discourse, as images have increasingly surpassed words in becoming the primary vehicles to persuade our emotions. Visually encoded domains of symbols and signs inform the educational, public and entertainment industries increasingly as an undifferentiated whole, aided by globalizing media forces in various forms. Whether top-down, peer-peer, one-to-may, or many-to-many, this volume attempts to derive sets of rules used to visually decode patterns present in certain media formats – press, cinema, television and maps, among others – and the place of the spectator in their respective dynamics. The topics discussed transition through various approaches to deconstruct mass media influences to engage critical thinking skills, and ending with a collection of chapters dedicated to exploring their effects upon children, and the capacity to be implemented to foster collaboration-based creative learning environments.

Elena Xeni

Ways to understand creativity better, as well as investigate, enhance, introduce and implement creativity more effectively, are some of the issues tackled in this collection of papers. This is an essential, inspiring and uplifting book, which covers trends, methods and practices that are evolving within the field of creativity and creativity in education.

Ontologies for Developing Things

Making Health Care Futures Through Technology

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Casper Bruun Jensen

Ontologies for Developing Things is a work of unflagging intelligence and intellectual energy, spilling over with new ideas, surprising angles, sharp perceptions and interesting juxtapositions, and written with correspondingly attractive punch and force. Readers interested in information technologies, contemporary developments in social studies of science, and related cultural and political theory will find the book immensely engaging and endlessly useful. - Barbara Herrnstein Smith, Duke University and Brown University [author of Scandalous Knowledge: Science Truth and the Human and/or Natural Reflections: Human Cognition at the Nexus of Science and Religion]

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John Smyth, Lawrence Angus, Barry Down and Peter McInerney

Activist and Socially Critical School and Community Renewal comes about at an incredibly important point in history, and it offers a genuinely new paradigm. This book attempts what few others have tried—to bring together knowledge and literature around school reform and community renewal through authentic ethnographic stories of real schools and communities. The book describes and analyzes a courageous struggle for a more socially just world, around notions of relational solidarity that speak back to ideas that continue to privilege the already advantaged. This book provides some desperately needed new storylines as a basis for school and community renewal for the most excluded groups in society. It provides a new social imagination for ‘doing school’ in contexts that stand to benefit from school and community voiced approaches.

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Edited by Tina (A.C.) Besley

Tina Besley has edited this collection which examines and critiques the ways that different countries, particularly Commonwealth and European states, assess the quality of educational research in publicly funded higher education institutions. Such assessment often ranks universities, departments and even individual academics, and plays an important role in determining the allocation of funding to support university research. Yet research is only one aspect of academic performance alongside teaching and service or administration components. The book focuses on the theoretical and practical issues that accompany the development of national and international systems of research assessment, particularly in the field of education. In our interconnected, globalised world, some of the ideas of assessment that have evolved in one country have almost inevitably travelled elsewhere especially the UK model. Consequently the book comprises an introduction, eighteen chapters that discuss the situation in ten countries, followed by a postscript. It gathers together an outstanding group of twenty-five prominent international scholars with expertise in the field of educational research and includes many with hands-on experience in the peer review process. The book is designed to appeal to a wide group of people involved as knowledge workers and knowledge managers—academics, students and policy makers - in higher education and interested in assessment and accountability mechanisms and processes.

Educated Fear and Educated Hope

Dystopia, Utopia and the Plasticity of Humanity

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Marianna Papastephanou

Beyond dominant tendencies to contrast utopia and ideology, the book reconceptualizes utopia and approaches it along with the notion of dystopia. The interplay of utopia and dystopia is examined, some major anti-utopian arguments are refuted and a new utopianism emerges, one that radicalizes critique and makes engagement with present global realities more pressing.
Educated fear, i.e., a critical awareness of dystopian realities, and educated hope, i.e., a critical awareness of the possibility of human perfectibility cohabit a theoretical space that breaks with utopianist modern theoretical underpinnings and becomes historically and spatially more inclusive, while retaining the motivational and justificatory force of ethical imagery. If education is not just an institution of unreflective socialization, if it is about futurity, it has to renegotiate utopian thought. As the interest in utopia is being renewed both in general philosophy and philosophy of education and as dystopia is still neglected, a book that re-defines utopianism and explores for the first time the role of dystopia in radicalizing educational demands for systemic change is indispensable for Utopian Studies, Philosophy and Philosophy of Education academics and students alike.
The title of the book is first transliterated into Utopia, a typeface in which Brazilian artists Angela Detanico and Rafael Lain replace capital letters with the iconic buildings of Brazil´s foremost modernist architect, Oscar Niemeyer, whilst lower-case letters are equated with urban interferences such as fences, skateboarders, CCTV cameras, electricity cables, in short, all those elements that escaped the utopian dream of the architect. To me, it bears associations of the philosophical notion of counterfactuality and of Adorno´s notion of mimesis. The title is then transliterated into Helvetica Concentrated (a digital typeface that concentrates the surface of Helvetica characters in dots which has been created by Detanico and Lain in collaboration with Jiri Skala). The term Helvetica bears the associations of a modernist utopia of success, performativity, prosperity, predictability, rational planning and uniformity.

Labor of Learning

Market and the Next Generation of Educational Reform

Alexander Sidorkin

This book is about the end of an era in education. It argues that schooling as we know it will cease to exist and be replaced with something else. Education will undergo a radical, fundamental change, replacing traditional compulsory schooling with a market-based system of learning that is finely tuned to demand and does not rely on extra-economic coercion. The premise of the book is to treat school learning as a form of labor. Its genre lies somewhere between educational theory and a political economy of education.
The author explores the origins of the contemporary mass schooling models and redefines school learning in terms of labor, with special reference to genesis of education and to the history of childhood in its connection with schooling. Schools are described as islands of non-market, semi-feudal economies in the midst of the sea of markets, which explains some of the most common worries about learning motivation. The book offers several critiques of the most influential thoughts on schooling today: Progressivism, the Human Capital theory, the belief in intrinsic motivation, the voucher movement and the accountability reform. And finally, it outlines two alternative solutions for educational problems which stem from the essential lack of learning motivation. This book is an invitation to resurrect the tradition of asking fundamental questions about education. Improving what is essentially a flawed institution can take us only so far; the author is inviting the reader to go further.

Leaders in Curriculum Studies

Intellectual Self-Portraits

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Leonard J. Waks and Edmund C. Short

In the 1950s and 1960s school teaching became a university-based profession, and scholars and policy leaders looked to the humanities and social sciences in building an appropriate knowledge base. By the mid-1960s there was talk about a “new” philosophy, history, and sociology of education. Curriculum thinkers such as Joseph Schwab, Dwayne Heubner and Paul Hirst initiated new intellectual projects to supplement applied work in curriculum.
By the 1970s the field was in the process of re-conceptualization, as a new generation of scholars provided deep critical insights into the social, political and cultural dynamics of school experience and templates for renewal of curriculum research and practice.
In this book, 18 leading curriculum scholars since 1970 who remain influential today present the fascinating stories of their lives and important new contributions to the field. They trace their early experiences in teaching and curriculum development, creative directions in their work, mature ideas and perceptions of future directions for the field. Each chapter contains a list of works chosen by the authors as their personal favorites.